social and emotional development

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social and emotional development

Social and Emotional Development Throughout the Lifespan

Often when development is discussed, it is within the context of a particular developmental stage. For example, one might talk about attachment in infancy, peer relationships in adolescence, or vocational development in emerging adulthood. However, it is also important to take a lifespan perspective of development, which brings to focus the fact that development occurs from infancy through adulthood. Paul Baltes put forward the Lifespan Perspective, which is a guiding framework for the entire study of human development. The Lifespan Perspective has several tenets, including that development is multidimensional, multidirectional, plastic, and affected by multiple interacting forces. Its hallmark is that development is lifelong (Baltes, Lindenburger, & Staudinger, 2006).

Your Assignment this week is focused on family influences on social and emotional development throughout the lifespan. For this assignment, you will watch the film 56 Up, an installment in a series of documentary films that follows several children from 1964 until the present day.

In 1964, noted British director Michael Apted was a young researcher on the experimental documentary series World in Action for a program called Seven Up!, produced for England’s Granada Television. Taking its cue from the Jesuit maxim “Give me the child until he is seven and I will give you the man,” the film focused on 7-year-olds from diverse socioeconomic backgrounds. By asking 14 children about their lives and their hopes and fears for the future, the filmmakers aimed to explore contemporary English attitudes, especially regarding the class system, as expressed by children. By following the youngsters as they progressed through life, the Up series looked to test the strength of that system and the truth of the Jesuit saying. Was the adult already visible in the 7-year-old?

After Seven Up!, Apted took the series’ directorial helm, and over a half-century since, he has returned every seven years to ask the same subjects to talk about how they see their lives. The result has been a unique, inspired, and always surprising chronicle of lives in the making. In 56 Up, Apted finds the “kids” have mostly weathered the marital, parental, and career tumults of middle age with remarkable aplomb, even as they begin facing the challenges of aging, illness, and economic crises.

From cab driver Tony to schoolmates Jackie, Lynn, and Susan to the heartbreaking Neil, more life-changing decisions and surprising developments are revealed as the participants turn 56. Apted employs a telescopic method when presenting his subjects, cutting back and forth between the present time of 56 Up and clips from earlier installments to create portraits in motion. For veteran viewers of the series, this is rich cinematic fabric. Apted quickly and dramatically brings up to speed anyone who hasn’t seen some or all of the previous films.

For this Assignment, you watch this documentary and examine the social and emotional development of two individuals from ages 7 to 56.

To Prepare:

· Watch the film 56 Up. (It is approximately 2.5 hours long.)

· Select two individuals from the film to use for this Assignment.

· Examine how family context impacted social/emotional development of the individuals in the videos throughout their lifespan. 

The Assignment (3–4 pages)

· Briefly identify the two individuals you selected.

· Discuss the individuals’ social and emotional development throughout the lifespan. In what ways was their development similar and different? Explain ways you see their family relationships and socioeconomic factors impacting social and emotional development throughout their lives. Include a discussion of the individuals’ family of origin (i.e., the family they were born into, including parents, siblings) as well as their family of procreation (i.e., the family they created with respect to spouses, children, etc.).

 
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Discussion – Week 5 Stress and Adjustment Issues

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Discussion – Week 5 Stress and Adjustment Issues

Discussion – Week 5

Stress and Adjustment Issues

Children, adolescents, and families are exposed to a wide range of stresses such as divorce, the loss of a loved one, changing schools, or military deployments. Although stress is considered an external force or trigger, children and adolescents often put stress on themselves through unhealthy or maladaptive thoughts and behaviors. Often times these stresses are diagnosed as adjustment disorders. Think about Tanya from this week’s introduction and how she may struggle adjusting to her new face and how the reactions of the children in the ice cream store continued to manifest or perpetuate her adjustment issue.

For this Discussion, select a child or adolescent stress or adjustment issue. Consider how this stress or adjustment issue manifests itself and what factors may influence its manifestation.

With these thoughts in mind:

Post by Day 4 a brief description of the child or adolescent stress or adjustment issue you selected. Then, explain one way culture, gender, or social factors might influence the manifestation of the stress or adjustment issue and how. Finally, explain which factor or manifestation of the adjustment issue may be the most difficult for you to address and why. Be specific and use examples.

Be sure to support your postings and responses with specific references to the Learning Resources.

Readings

· Flamez, B. & Sheperis, C. J. (2015). Diagnosing and treating children and adolescents: A guide for clinical and school settings. Hoboken, NJ: John Wiley & Sons, Inc.

  • Chapter 12 “Trauma-and        Stressor-Related Disorders”
· Keller, P. S., Cummings, E. M., Peterson, K. M., & Davies, P. T. (2009). Marital conflict in the context of parental depressive symptoms: Implications for the development of children’s adjustment problems Click for more options . Social Development, 18(3), 536–555.
Retrieved from Walden Library databases.

 
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Using the CFI to Individualize Anxiety Care

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Using the CFI to Individualize Anxiety Care

Social workers need to be able to identify cultural conceptions of illness and mental illness. Because studies show that anxiety and depression differ from culture to culture and within cultures, it is important to build skill using the Cultural Formulation Interview (CFI) to elicit how an individual has actually incorporated their cultural beliefs. While the core interview is a set of 16 questions, more detailed versions expand on each area. In this Assignment, you sensitively apply the CFI to your case collaboration partner as well as research how to address and individualize anxiety resources for your partner’s culture and needs. 

To prepare:

  • Read the Diaz (2017) article (ATTACHED) and take note of their experience using the CFI and the advantages they found in the process. Also note the minority stress concerns that arise in those working with anxiety issues in different cultures.
    Review the CFI questions (ATTACHED) and readings in the DSM-5 *ATTACHED) on cultural variations, syndromes, and idioms.
    Meet your collaboration partner and take turns administering the CFI questions (and any needed subsections) to each other. Your partner will role-play an anxiety issue but otherwise be as true to their own situation as possible.
    Observe how the CFI administration process goes and take any notes needed. Based on what you learn about your partner’s needs and culture, you may need to do further research in the suggested readings and library before submitting your Assignment.

Submit a 4-page paper in which you do the following:

  • 1. Describe the skills or techniques you used to engage your partner during the CFI.2. Explain which aspects of the CFI were the most helpful in learning about your partner’s personal view of the problem and situation.3. Identify which relevant subsections of the CFI you used. Explain why you did (or did not) use a subsection as part of your assessment.4. Analyze how you, as a social work treatment provider, might adjust interventions for the client, their individualized circumstances, and culture of origin.5. Describe culturally appropriate evidence-based treatment recommendations for intervention. Support these recommendations with evidence from scholarly resources.6. Recommend a specific evidence-based measurement instrument to validate the diagnosis and assess outcomes of treatment. Explain any cultural considerations you made when determining an appropriate instrument.

 
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intervention plan overview

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intervention plan overview

Submit an overview of your intervention plan. The overview should include a brief description of a treatment plan for a diagnosis of your choice, and it should indicate why this diagnosis is a result of the child’s or adolescent’s involvement in the legal system. The paper should also explore ethical considerations when deciding the best therapeutic interventions to implement, such as individual or family therapy.

 
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